Empowerment
Technologies
for the Technical-Vocational-Livelihood Track
Teacher’s Guide
This learning resource was collaboratively developed and
reviewed by educators from public and private schools, colleges, and/or
universities. We encourage teachers and other education stakeholders
to email their feedback, comments and recommendations to the
Department of Education at action@deped.gov.ph.
We value your feedback and recommendations.
Department of Education
Republic of the Philippines
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Empowerment Technologies for the Technical-Vocational-Livelihood Track
Teacher’s Guide
First Edition 2016
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Published by the Department of Education
Secretary: Leonor M. Briones, PhD
Undersecretary: Dina S. Ocampo, PhD
Development Team of the Teacher’s Guide for
Empowerment Technologies for the Technical-Vocational-Livelihood Track
Joel C. Yuvienco
Mika Ira L. Santos
Cover Art Illustrator: JM Quincy D. Gonzales
DepEd Management Team
Bureau of Curriculum Development
Bureau of Learning Resources
Printed in the Philippines by ____________
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ii
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TABLE OF CONTENTS
Empowerment Technologies Curriculum Guide ……………
iv
Unit 1
Lesson 1: What is Information and Communications Technology?
3
Lesson 2: Online Safety, Security, Ethics, and Etiquette
5
Lesson 3: Contextualized Online Search and Research Skills
6
Weeks 3-4
Lesson 4: Developing ICT content for specific purposes
8
Weeks 5-6
Lesson 5: Manipulating text, graphics, and images to create ICT
10
Week 1-2
content intended for an online environment
Unit 2
Weeks 7-8
Lesson 6: The principles and techniques of design using online
15
creation tools, platforms, and applications to develop
ICT content for specific professional tracks
Weeks 9-10
Lesson 7: Integrating ICT content through collaboration with
18
classmate and teacher as both peer and partner
Unit 3
Week 11
Lesson 8: Multimedia and ICT
30
Week 12
Lesson 9: ICTs as platform for change
33
Lesson 10: How to work with peers and external publics/partners
39
Weeks 13-16
for the development of an ICT project that advocates or
mobilizes for a specific Social Change or Cause
Unit 4
Weeks 17-18
Lesson 11: How to manage an online ICT Project for Social
46
Change
Week 19
Lesson 12: How to maintain and sustain the operation of an ICT
49
Project for Social Change
Week 20
Lesson 13: Reflecting on the nature of ICT and the manner by
51
which the learning process has changed your
worldview
iii
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
EMPOWERMENT TECHNOLOGIES
(for the Strand)
Curriculum Guide1
1
as of December 2013. To check for updates, visit http://www.deped.gov.ph/k-to-12/curriculum-guides
iv
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Grade: 11/12
Subject Title: Empowerment Technologies (for the Strand)
No. of Hours/Semester: 80 hours/semester
Prerequisite (if needed): N/A
Description: Information and communication technologies as a tool for curating, contextualizing, collaborating, and creating
content and experiences for learning in the professional tracks.
CONTENT
STANDARD
CONTENT
QUARTER 1
WEEKS 1-2
Information and
Communication Technology
covering the topics of:
1. The current state of ICT
technologies (i.e., Web
2.0, 3.0, convergent
technologies, social,
mobile, and assistive
media)
2. Online systems,
functions, and platforms
PERFORMANCE
STANDARD
The learners
demonstrate an
understanding of:
The learners shall be able to:
ICT in the context of
global communication
for specific professional
track
at the end of the 2-week
period independently
compose an insightful
reflection paper on the nature
of ICT in the context of their
lives, society, and
professional tracks (Arts,
Tech-Voc, Sports, Academic)
Online safety, security,
ethics, and etiquette
LEARNING
COMPETENCIES
CODE
The learners:
1. compare and contrast
the nuances of varied
online platforms, sites,
and content to best
achieve specific class
objectives or address
situational challenges
CS_ICT11/12ICTPT-Ia-b-1
2. apply online safety,
security, ethics, and
etiquette standards and
practice in the use of
ICTs as it would relate
to their specific
professional tracks
CS_ICT11/12ICTPT-Ia-b-2
v
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
CONTENT
STANDARD
CONTENT
PERFORMANCE
STANDARD
Contextualized online search
and research skills
WEEKS 3-4
Applied productivity tools
with advanced application
techniques
These advanced tools and
techniques currently include,
but are not limited to:
1. Mail merge and label
generation
2. Custom animations and
timing
3. Hyperlinking in
presentations
4. Integrating images and
external material in
word processors
5. Embedded files and
data
LEARNING
COMPETENCIES
3. use the Internet as a
tool for credible
research and
information gathering
to best achieve specific
class objectives or
address situational
challenges
The learners
demonstrate an
understanding of:
the use of advanced
tools and techniques
found in common
productivity and
software applications in
developing ICT content
for specific professional
tracks
The learners shall be able to:
at the end of the 2-week
period independently apply
advanced productivity tools to
create or develop ICT content
for use in specific professional
tracks
These may be in the form of,
but not limited to:
1. Calculating spread sheet
of athletic statistics
(Sports)
2. Layout of catalogue of
creative works (Arts)
3. Materials/ingredients
projections for batches of
baked goods (Tech- Voc)
CODE
CS_ICT11/12ICTPT-Ia-b-3
The learners:
4. uses common
productivity tools
effectively by
maximizing advanced
application techniques.
CS_ICT11/12ICTPT-Ic-d-4
5. creates an original or
derivative ICT content
to effectively
communicate or present
data or information
related to specific
professional tracks.
CS_ICT11/12ICTPT-Ic-d-5
vi
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CONTENT
STANDARD
CONTENT
6. Advanced and complex
Imaging and Design For the
Online Environment covering
the topics of
1. Basic principles of
graphics and layout
2. Principles of visual
message design using
infographics
3. Online file formats for
images and text
4. Principles and basic
techniques of image
manipulation
5. Basic image
manipulation using
offline or open-source
software
6. Combining text,
graphics, and images
7. Uploading, sharing, and
image hosting platforms
LEARNING
COMPETENCIES
CODE
4. Letterhead/ business card
design (Business/
Academic)
formulas and
computations
WEEKS 5-6
PERFORMANCE
STANDARD
how to manipulate text,
graphics, and images to
create ICT content
intended for an online
environment
at the end of the 2-week
period independently apply
the techniques of image
manipulation and graphic
design to create original or
derivative ICT content from
existing images, text and
graphic elements for use in
specific professional tracks.
These may be in the form of,
but not limited to:
1. Team/ athlete/ league
recruitment posters
(Sports)
2. Logo or crest for a
community, school
organization or barkada
(Arts)
3. Labeling and manual of
operation for tools and
equipment (Tech-Voc)
4. Presentation of cafeteria
patronage data
(Business/ Academic)
6. evaluate existing
websites and online
resources based on the
principles of layout,
graphic, and visual
message design.
CS_ICT11/12ICTPT-Ie-f-6
7. use image manipulation
techniques on existing
images to change or
enhance their current
state to communicate a
message for a specific
purpose
CS_ICT11/12ICTPT-Ie-f-7
8. create an original or
derivative ICT content
to effectively
communicate a visual
message in an online
environment related to
specific professional
tracks
CS_ICT11/12ICTPT-Ie-f-8
vii
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CONTENT
CONTENT
STANDARD
PERFORMANCE
STANDARD
LEARNING
COMPETENCIES
the principles and
techniques of design
using online creation
tools, platforms, and
applications to develop
ICT content for specific
professional tracks
at the end of the 2-week
period independently apply
the principles and techniques
of design using online
creation tools, platforms, and
applications to create original
or derivative ICT content for
use in specific professional
tracks
9. evaluate existing online
creation tools, platforms
and applications in
developing ICT content
for specific professional
tracks
CODE
Usable platforms/
applications currently include
but are not limited to:
1. Google Sketch Up
(freeware)
2. GIMP (open source/
freeware)
WEEKS 7-8
Online platforms as tools for
ICT content development
covering the topics of:
1. The nature and
purposes of online
platforms and
applications
2. Basic web design
principles and elements
3. Web page design using
templates and online
WYSIWYG platforms
These online platforms
currently include, but are not
limited to:
1. Presentation/
visualization (Prezi,
These may be in the form of,
but not limited to:
1. Survey instruments using
Google forms (Business/
Academic)
2. Athletic match-ups and
league standings using
Mindmeister (Sports)
3. Catalogues/Swatches/
options for products and
services using Prezi
CS_ICT11/12ICTPT-Ig-h-9
10. apply web design
principles and elements
using online creation
tools, platforms, and
applications to
communicate a
message for a specific
purpose in specific
professional tracks
CS_ICT11/12ICTPT-Ig-h-10
11. create an original or
derivative ICT content
using online creation
CS_ICT11/12ICTPT-Ig-h-11
viii
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CONTENT
STANDARD
CONTENT
2.
3.
4.
5.
6.
Zoho, Slideshare,
mindmeister)
Cloud computing
(Google Drive,
Evernote,Dropbox)
Social Media (Twitter,
Facebook, Tumblr)
Web Page Creation
(Wix, Weebly)
File Management
(zamzar, word2pdf)
Mapping (Google Maps,
Wikimapia)
WEEKS 9-10
Collaborative development of
ICT content covering the
topics of:
1. Team structure and
dynamics for ICT
content
2. Online collaborative
tools and processes
3. Project management for
ICT content
4. Curating existing
content for use on the
web
the key learnings from
the previous weeks,
which they will
synthesize into an
integrated ICT content
through collaboration
with classmate and
teacher as both peer
and partner
PERFORMANCE
STANDARD
LEARNING
COMPETENCIES
CODE
(Tech-Voc)
4. Online photo album of
artistic works or
photographs using
Picasa (Arts)
5. Online music production
using Sibelius (Music)
tools, platforms, and
applications to
effectively communicate
messages related to
specific professional
tracks
at the end of the 2-week
period and quarter
collaboratively develop an
online portal or website to
showcase and share existing
and previously developed
content
12. evaluate the quality,
value, and
appropriateness of
peer’s existing or
previously developed
ICT content in relation
to the theme or
intended audience/
viewer of an ICT project
CS_ICT11/12ICTPT-Ii-j-12
13. share and showcase
existing or previously
developed material in
the form of a
collaboratively designed
newsletter or blog site
CS_ICT11/12ICTPT-Ii-j-13
These may be in the form of,
but not limited to:
1. Online newsletter
2. Blog
3. Issuu online “magazine”
ix
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CONTENT
STANDARD
CONTENT
PERFORMANCE
STANDARD
LEARNING
COMPETENCIES
intended for a specific
audience or viewer
Online collaborative tools
that may be used currently
include, but are not limited
to:
1. Google Docs/ MS Office
365
2. Prezi
3. Google Chat/ Hangouts
4. Skype/ Viber/ Kakao
Talk/ WeChat/ Line
Platforms that may be
currently used to host
newsletters and similar ICT
content include but are not
limited to:
1. Presentation/
visualization (Prezi,
Zoho, Slideshare,
Mindmeister)
2. Cloud computing
(Google Apps)
3. Social Media (Facebook
Pages, Tumblr)
4. Web Page Creation
(Wix, Weebly)
5. Blog sites (Blogger,
Wordpress, Livejournal,
Issuu)
x
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CODE
CONTENT
STANDARD
CONTENT
QUARTER 2
WEEK 11
Multimedia and ICTs
covering the topics of:
1. Rich content in the
online environment and
the user experience
2. multimedia and
interactivity
3. Web 2.0, Web 3.0, and
user participation in the
web
The learners
demonstrate an
understanding of:
how rich media content
and interactivity affects
and changes the user
experience in the
delivery and
consumption of ICT
content
PERFORMANCE
STANDARD
LEARNING
COMPETENCIES
The learners:
The learners:
at the end of the week
independently assess one’s
experience along a range of
online rich content on the
basis of the usability of the
interface
14. explore the principles of
interactivity and rich
content in the context
of Web 2.0 and the
participation of the user
in the online experience
Types of rich and multimedia
content currently include but
are not limited to:
1. Video and audio,
embedded and ondemand
2. Online games, tests,
and courseware
3. Web-, game-, pod-, and
vod-casting
xi
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CODE
CS_ICT11/12ICTPT-IIk-14
CONTENT
WEEK 12
ICTs as platform for change
covering the topics of:
1. ICT as medium for
advocacy and
developmental
communication
2. The social power of
social media
3. Digital citizenship and
the Filipino people
CONTENT
STANDARD
PERFORMANCE
STANDARD
LEARNING
COMPETENCIES
ICT as a tool, medium,
and force in bringing
about action and
mobilize change in a
population, society, or
culture.
at the end of the week
independently articulate how
ICT tools and platforms have
changed the way people
communicate, and how social
change has been brought
about by the use of ICTs
15. share anecdotes of how
he/she has used ICTs
to be part of a social
movement, change, or
cause to illustrate
aspects of digital
citizenship
Samples of this phenomenon
include but are not limited
to:
1. EDSA and Cardinal Sin’s
call to action via radio
broadcast
2. EDSA Dos and the use
of text messaging to
mobilize people
3. Million People March
against Pork barrel via
Facebook
4. Disaster relief
operations and
mobilization via Internet
and text brigades
xii
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CODE
CS_ICT11/12ICTPT-IIl-15
CONTENT
WEEKS 13-16
Developing an ICT Project
for Social Change covering
the topics of:
1. Planning and
conceptualizing an ICT
Project for Social
Change
2. Research for ICT
Projects, Audience
profiling, (demographics
and psychographics)
3. Designing and
copywriting for ICT
Projects
4. Developing and
constructing the ICT
project
Samples of these advocacies
or projects include but are
not limited to:
1. Antidrug campaigns
2. Youth election volunteer
mobilization
3. Animal welfare and
rights
4. Environmental
conservation and action
CONTENT
STANDARD
PERFORMANCE
STANDARD
LEARNING
COMPETENCIES
how to work with peers
and external publics/
partners for the
development of an ICT
project that advocates
or mobilizes for a
specific Social Change
or cause
at the end of the 4-week
period collaboratively
participate actively in the
creation and development of
an ICT Project for Social
Change relating to an issue in
specific professional tracks
16. identify a local or
regional cause or issue
for Social Change
related to specific
professional tracks that
can be addressed or
tackled using an ICT
Project for Social
Change
CS_ICT11/12ICTPT-IIm-p16
17.
analyze how target or
intended users and
audiences are expected
to respond to the
proposed ICT Project
for Social Change on
the basis of content,
value, and user
experience
CS_ICT11/12ICTPT-IIm-p17
18.
integrate rich
multimedia content in
design and
development to best
enhance the user
experience and deliver
content of an ICT
Project for Social
Change
CS_ICT11/12ICTPT-IIm-p18
Topics may cover, but are not
limited to:
1. Promotion of wellness
in the home (Sports)
2. Street food safety and
cleanliness drive
(Tech- Voc)
3. Cultural heritage
promotion through
new designs “Pinoy
pride” (Arts)
4. Savings and financial
literacy drives and
advocacies (Business/
Academic)
xiii
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CODE
CONTENT
STANDARD
CONTENT
PERFORMANCE
STANDARD
Contemporary ICT
issues such as cyber
bullying, copyright
infringement, green
technology, and
Internet addiction
Weeks 17-18
Publishing an ICT Project
covering the topics of:
1. Uploading and website
management
2. Promotion, traction and
traffic monitoring
3. Evaluation through user
feedback/ interaction
LEARNING
COMPETENCIES
19.
how to manage an
online ICT Project for
Social Change
at the end of the 2-week
period independently and
collaboratively co-manage an
online ICT Project for Social
Change through available
tools, resources, and
platforms
CODE
develop a working
prototype of an ICT
Project for Social
Change
CS_ICT11/12ICTPT-IIm-p19
20. demonstrate how online
ICT Projects for Social
Change are uploaded,
managed, and
promoted for maximum
audience impact
CS_ICT11/12ICTPT-IIq-r20
21. generate a technical
report interpreting data
analytics, e.g. Google,
Facebook, or similar
traffic data on the
general aspects of
search visibility, reach,
and virality
CS_ICT11/12ICTPT-IIq-r21
xiv
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CONTENT
WEEK 19
Sustaining an ICT Project for
Social Change covering the
topics of:
CONTENT
STANDARD
PERFORMANCE
STANDARD
how to maintain and
sustain the operation of
an ICT Project for
Social Change
at the end of the week
independently evaluate the
performance of an advocacy
via an ICT Project for Social
Change through available
monitoring tools and
evaluating techniques such as
user interviews, feedback
forms, and Analytics data
how to reflect on the
nature of ICT and the
manner by which the
learning process has
changed his/her world
view.
at the end of the week
23. create a reflexive piece
independently reflect on the
or output using an ICT
ICT learning process and how
tool, platform, or
his/her world view has evolved
application of choice on
over the past semester
the learning experience
undergone during the
Outputs during this week may
semester
1. Updating content and
maintaining traffic to an
ICT Project for Social
Change
2. Monitoring social impact
of advocacies
communicated via an
ICT Project for Social
Change
WEEK 20
Reflecting on the ICT
learning process covering the
topics of:
ICT, the self, and society
LEARNING
COMPETENCIES
22. generate a report on
the performance of
their ICT Project for
Social Change on the
basis of data gathered
from available
monitoring tools and
evaluating techniques
be in the form of, but not
limited to:
1. Video blog
2. Presentation or image
gallery
3. Website
4. Illustrated document
5. Podcast or webcast
xv
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CODE
CS_ICT11/12ICTPT-IIs-22
CS_ICT11/12ICTPT-IIt-23
Code Book Legend
Sample: CS_ICT11/12-ICTPT-IIt-23
LEGEND
First Entry
Uppercase Letter/s
SAMPLE
Learning Area and Strand/
Subject or Specialization
Applied Track Subject_ICT
Grade Level
Grade 11/12
Domain/Content/
Component/ Topic
Empowerment Technologies
(for the Strand)
CS_ICT11/12
ICTPT
-
Roman Numeral
*Zero if no specific quarter
Quarter
Second Quarter
II
Week
Week 20
t
Lowercase Letter/s
*Put a hyphen (-) in between letters to
indicate more than a specific week
-
Arabic Number
create a reflexive piece or output using an
ICT tool, platform, or application of choice
on the learning experience undergone
during the semester
Competency
xvi
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23
EMPOWERMENT
TECHNOLOGIES
for the Technical-Vocational-Livelihood Track
Teacher’s Guide
1
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Unit 1
A connected world needs more than a network of computers and
gadgets. It needs a technology enabled, confidently mindful, and
compassionate digitally aware community of lifelong learners.
2
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Weeks 1-2
CONTENT STANDARD
The learners demonstrate an understanding of Information
Communication Technology (ICT) in the context of global
communication for the Technical-Vocational-Livelihood (TVL) Track.
PERFORMANCE STANDARD
At the end of the two-week period, the learners should be able to
independently compose an insightful reflection paper on the nature
of ICT in the context of their lives, society, and the TVL track.
Lesson 1
What is Information and Communications Technology?
CONTENT
1. The current state of ICT technologies (i.e., Web 2.0, 3.0, convergent
technologies, social, mobile, and assistive media)
2. Online systems, functions, and platforms
LEARNING COMPETENCIES
Compare and contrast the nuances of varied online platforms, sites, and
content to best achieve specific class objectives or address situational
challenges.
OBJECTIVES
At the end of the class period, the teacher should be able to:
1. give an overview of the subject Empowerment Technologies by
running through the curriculum guide;
2. discuss and run through the activities in the Student Reader; and
3. introduce an exercise such as researching about ICT or any digital
tools and asking the students to share their findings to the class.
3
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ACTIVITY No. 1
1. Introduce Empowerment Technologies by discussing the Curriculum
Guide to the students.
2. Engage the class in a sharing of their ICT experience, what tools do
they use, what do they like about these tools, etc.
3. Instruct the students to open the link for “Networked World
Readiness”
assessment
http://cyber.law.harvard.edu/readiness
guide/intro.html or provide its printed version.
4. Ask the students to answer the survey regarding the readiness
assessment of their community. Lead the students to share and
discuss their answers.
5. Instruct the students to compare and contrast the implications of
varied online platforms, sites, and content to achieve specific needs,
objectives, or address challenges in the classroom or in their
community. On a piece of paper or whenever a suitable digital tool is
available, the students will write down their insight in 300 words.
6. Introduce the term “hashtag” by engaging them in an activity. Show
the class a picture of a religious icon, the verses of a poem, lyrics of
a popular song, or images of book covers, from the Internet or a cutout from a magazine. Ask the students to write hashtags on index
cards or on a piece of paper. Collect the hashtags and write them on
the board. To approximate the “likes” in an online social media, ask a
raise of hands for every hashtag and count the number of the likes.
Rank the most number of votes and highlight the top three with the
highest number of likes.
Guide Questions
1. What is the importance of hashtags?
2. How does it feel when you receive likes for your hashtags?
Materials Needed



Digital Tools (http://www.pbslearningmedia.org/collection/digitaltools/2/)
Networked World Readiness
(http://cyber.law.harvard.edu/readinessguide/intro.html)
Sample screenshots of digital tools for specific track
4
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Lesson 2
Online Safety, Security, Ethics, and Etiquette
CONTENT
Online safety, security, ethics, and etiquette
LEARNING COMPETENCIES
Apply internet online safety, security, ethics, and etiquette standards and
practice in the use of ICTs as it would relate to the TVL tracks.
OBJECTIVES
At the end of the class period, the teacher should be able to:
1. discuss what constitutes appropriate and inappropriate online
behavior;
2. make the students discern possible deceptive information and wrongly
evaluated data; and
3. make the students understand the importance of making judgment
calls on possible implications and consequences of making certain
information public.
ACTIVITY No. 2
1. Direct the students to go to Lesson 2 found in the Empowerment
Technologies Student Reader and answer the challenge question,
“how does your digital media life look like?” Make them complete the
sentence: “My media life is like a _____________________ because
_____________________.”
Guide Questions
1. What kind of impact do digital media have on you?
2. What are your favorite and least favorite things to do with digital
media?
3. Do you connect with others or create things with digital media?
2. Ask the students to answer the next activity which is a 10-point quiz,
found in the Student Reader. After, tell the students to find a partner,
trade the results of their answers, and discuss which answers
surprised them the most and which ones were closest to or farthest
from their own experiences.
5
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NOTE TO
TEACHER
The teacher should
be oriented on how
to handle
discussions if
sensitive and
contentious issues
such as child
pornography,
violence, and
culture-sensitive
issues crop up.
Lesson 3
3. To further discuss ethics and etiquette, tell the
students to pick three TVL related controversial
stories from the Internet. Of the selected
developments, identify its possible effect on
technology development and other fields of
knowledge. Add your insights regarding whether
such stories should be regulated. The students
should be ready to share their findings and
insights.
Guide Questions
1. In what ways are they possibly offensive?
2. How can we properly respond to opposing
views?
Contextualized Online Search and Research Skills
CONTENT
Contextualized online search and research skills
LEARNING COMPETENCIES
Use the Internet as a tool for credible research and information gathering to
best achieve specific class objectives or address situational challenges.
OBJECTIVES
At the end of the class period, the teacher should be able to:
1. motivate students to demonstrate resourcefulness and creativity in
generating search terms using a search engine; and
2. facilitate the practice of discernment in judging the credibility, value,
and usefulness of researched materials.
6
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ACTIVITY No. 3
Ask the students to search about recipes of local delicacies or how to
create popular crafts and products in their town. What search terms can
they use? Be guided by the material found in the Student Reader entitled
“What matters in a query?” Simulate in the class how search engines
work by doing the following activities:
1.
2.
3.
4.
5.
Assign ten to fifteen percent of the students to “research” or
“search” online for the topic: “how creative ideas are formed.”
Give the remaining students index cards with an article title
pertaining to the topic. Each article has a series of search key
words or tags.
Do not reveal the articles from the “search” group. The different
articles have different combinations of different and varied key
words and tags.
Task the “search” group to call out or “make” a search by calling
out a key word.
Ask the students with articles that hit the key words to stand up or
post their “articles” on board—these are the search results. By
calling out different key words and combinations of words the
result will be different.
Guide Questions
1. Which search terms resulted in new or unexpected outcomes?
2. Which of the search items lead to the information you seek?
NOTE TO TEACHER
After the activity, the teacher should process the learning so that
students understand the effect of good search habits as well as how
relevance is affected by the choice or order of search terms.
ASSESSMENT
At the end of the two-week period, the students should submit an
independently composed insightful reflection paper on the nature of ICT in the
context of their lives, the society, and the TVL track. They should cite
examples to show or explain how digital tools or websites such as those
about health and therapy, cooking, and craft making may impact society and
the TVL track.
Inform the students to write their insightful reflection on a piece of paper; if
facilities permit, on a suitable digital tool of their choice.
7
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Weeks 3-4
CONTENT STANDARD
The learners demonstrate an understanding of: the use of advanced
tools and techniques found in common productivity and software
applications in developing ICT content for the TVL track.
PERFORMANCE STANDARD
At the end of the two-week period, learners should be able to
independently apply advanced productivity tools to create or develop
ICT content for use in the TVL track. These may be in the form of,
but are not limited to designing letterheads and business cards.
Lesson 4
Developing ICT Content for Specific Purposes
CONTENT
Applied productivity tools with advanced application techniques including:
1.
2.
3.
4.
5.
6.
Mail merge and label generation
Custom animations and timing
Hyperlinking in presentations
Integrating images and external material in word processors
Embedded files and data
Advanced and complex formulas and computations
LEARNING COMPETENCIES
1. Use common productivity tools effectively by maximizing advanced
application techniques.
2. Create an original or derivative ICT content to effectively communicate
or present data or information related to the TVL track.
OBJECTIVES
At the end of the period, the teacher should be able to:
1. demonstrate how to create content to appropriately meet specific
objectives; and
8
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2. encourage students to explore and use common productive tools, and
maximize advanced application techniques to emphasize that ICTs are
tools to achieve a goal.
ACTIVITY No. 4
Instruct the students to collate images available from their school, home,
and other immediate environments to feature works in the community
pertaining to the Humanities such as poetry, creative writing, art, and
music appreciation, or the Social Sciences such as belief systems and
religious beliefs, or digital citizenship. Using advanced techniques in
Prezi, PowerPoint, or other presentation tools, make a layout for a
catalogue of these images.
Guide Questions
1.
2.
What products and services are available in your immediate
surroundings?
In what way would you present your catalogue?
Assessment




Content - 25%
Skill - 25%
Aesthetics - 25%
Overall impact - 25 %
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Weeks 5-6
CONTENT STANDARD
The learners demonstrate an understanding of how to manipulate
text, graphics, and images to create ICT content intended for an
online environment.
PERFORMANCE STANDARD
At the end of the two-week period, learners should be able to
independently apply the techniques of image manipulation and
graphic design to create original or derivative ICT content from
existing images, text, and graphic elements for use in the TVL track.
These may be in the form of, but are not limited to presenting of
cafeteria patronage data.
Lesson 5
Manipulating Text, Graphics, and Images to Create ICT
Content Intended for an Online Environment
CONTENT
1.
2.
3.
4.
5.
6.
7.
8.
Basic principles of graphics and layout
Principles of visual message design using infographics
Online file formats for images and text
Principles and basic techniques of image manipulation
Basic image manipulation using offline or open-source software
Combining text, graphics, and images
Uploading, sharing, and image hosting platforms
Usable platforms/ applications currently include but are not limited to:
a. Google Sketch Up (freeware)
b. GIMP (open source/ freeware)
LEARNING COMPETENCIES
1. Evaluate existing websites and online resources based on the
principles of layout, graphic, and visual message design.
2. Use image manipulation techniques on existing images to change or
enhance their current state to communicate a message for a specific
purpose.
10
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3. Create an original or derivative ICT content to effectively communicate
a visual message in an online environment related to specific
professional tracks.
OBJECTIVES
At the end of the class period, the teacher should be able to:
1. facilitate students’ learning so they can apply image manipulation
techniques to create an effective visual message in the TVL track; and
2. identify concepts and principles which can explain why an image is
effective or not in evoking strong reactions.
ACTIVITY No. 5
Choose three examples (preferably online platform) of a well-designed
page and bring them to class. Likewise, bring three examples of a bad
layout. Be ready to explain your choices.
Show a visual message (a combination of text and image) such as a
poster, an infographic, or a presentation. After the students have
analyzed the visual image, ask the students to improve it by
manipulating the image and text.
Guide Questions
1. Which examples would you consider as having a good layout?
Explain your answer.
2. Which examples do not have a good layout? Why do you say so?
What improvements can be done to the layout?
3. Who do you think should be the target audience of such
materials? Justify how the objects, images, or text used in the
layout cater or do not cater to the target audience.
Assessment



Skill in image manipulation - 35%
Aesthetics - 35%
Overall impact - 30 %
11
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Unit 1 websites/pages referred to
*others not included here are already in the student reader

http://cyber.law.harvard.edu/readinessguide/intro.html
12
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
http://www.pbslearningmedia.org/collection/digital-tools/2/
13
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Unit 2
ICT and related tools reach a higher level of engagement when
used in a more social online context.
14
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Weeks 7-8
CONTENT STANDARD
The learners demonstrate an understanding of the principles and
techniques of design using online creation tools, platforms, and
applications to develop ICT content for the TVL track.
PERFORMANCE STANDARD
At the end of the two-week period, the students should be able to
independently apply the principles and techniques of design using
online creation tools, platforms, and applications to create original or
derivative ICT content for use in the TVL track.
These may be in the form of, but are not limited to catalogues/
swatches/ options for products and services using Prezi.
Lesson 6
The Principles and Techniques of Design using Online
Creation Tools, Platforms, and Applications to Develop
ICT Content for Specific Professional Tracks
CONTENT
Online platforms as tools for ICT content development covers the following
topics:
1. the nature and purposes of online platforms and applications;
2. basic web design principles and elements; and
3. web page design using templates and online WYSIWYG platforms.
These online platforms currently include, but are not limited to:
1.
2.
3.
4.
5.
6.
presentation/ visualization (Prezi, Zoho, Slideshare, mindmeister);
cloud computing (Google Drive, Evernote, Dropbox);
social media (Twitter, Facebook, Tumblr);
web page creation (Wix, Weebly);
file management (zamzar, word2pdf); and
mapping (Google Maps, Wikimapia)
15
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LEARNING COMPETENCIES
1. Evaluate existing online creation tools, platforms, and applications in
developing ICT content for the TVL track.
2. Apply web design principles and elements using online creation tools,
platforms, and applications to communicate a message for a specific
purpose in the TVL track.
3. Create an original or derivative ICT content using online creation tools,
platforms, and applications to effectively communicate messages
related to the TVL track.
OBJECTIVES
At the end of the class period, the teacher should be able to:
1. assist students to explore and use online creation tools, platforms, and
applications in developing ICT content for the TVL track;
2. assist students to apply web design principles and elements to
effectively communicate a message; and
3. facilitate student’s learning in evaluating online creation tools,
platforms, and applications in developing effective visual image in the
TVL track.
ACTIVITY No. 6
Instruct the students to select a mission statement from a reputable
organization that is relevant to the TVL track. One example is the
mission statement of the National Nutrition Council:
“To orchestrate efforts of government, private sector, international
organizations and other stakeholders at all levels, in addressing
hunger and malnutrition of Filipinos through:
 Policy and program formulation and coordination;
 Capacity development;
 Promotion of good nutrition;
 Nutrition surveillance;
 Resource generation and mobilization
 Advocacy; and
 Partnership and alliance building.”
16
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Based on the mission statement, task the students to come up
with a slogan, message, or call to action that will be subjected to
design media.
Guide Questions
1. What does the organization want to communicate based on the
mission statement? What does the organization want to
achieve? How is this relevant to the TVL track?
2. After you have crafted your slogan, message, or call to action,
design how you can put it in an online tool, platform, or
application. What is the best way of communicating your
message to your target audience?
Tell the students to explore and evaluate online platforms. Remind them
to use a variety of search terms to direct them to social impact
organizations and study how they can express their mission statements.
Moreover, encourage them to try out creation tools, and applications.
After two weeks, the students should be ready to share their work.
Guide Questions
1. Which creation application can you use to incorporate ICT
content that will help you effectively communicate messages in
your professional track?
2. Which design elements and principles can you combine to
communicate with your intended audiences?
Based on the mission statement, principles of good design, principles of
effective visual messaging, and in consideration of the possible
audience/user of the prospective website to be created at the end of the
term, instruct the students to conceptualize content. Let them discuss with
their group mates which combinations they should include in their website.
Guide Questions
1. How will images affect the effectiveness of the website or other
online platforms? What designs including color combinations
could be used to help communicate your message?
2. Will including an area for a chat box be helpful in achieving the
goals of your online platform? Discuss the reasoning of your
answer.
3. What other sections will you include?
17
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Assessment
Grade the presentation in terms of:




Content - 25%
Skill - 25%
Aesthetics - 25%
Overall impact - 25 %
Weeks 9-10
CONTENT STANDARD
The key learnings from the previous weeks, which they will
synthesize into an integrated ICT content through collaboration with
classmate and teacher as both peer and partner
PERFORMANCE STANDARD
At the end of the two-week period, the learners should be able to
collaboratively develop an online portal or website to showcase and
share existing and previously developed content. These may be in
the form of, but are not limited to an online newsletter, blog, or online
magazine.
Lesson 7
Integrating ICT Content Through Collaboration with
Classmate and Teacher as Both Peer and Partner
CONTENT
Collaborative development of ICT content covers the following topics:
1.
2.
3.
4.
team structure and dynamics for ICT content;
online collaborative tools and processes;
project management for ICT content; and
curating existing content for use on the web.
18
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Online collaborative tools that may be used currently include, but are not
limited to:
1.
2.
3.
4.
Google Docs/ MS Office 365;
Prezi;
Google Chat/ Hangouts; and
Skype/ Viber/ Kakao Talk/ WeChat/ Line.
Platforms that may be currently used to host newsletters and similar ICT
content include but are not limited to:
1.
2.
3.
4.
5.
presentation/ visualization (Prezi, Zoho, Slideshare, Mindmeister);
cloud computing (Google Apps);
social Media (Facebook Pages, Tumblr);
web Page Creation (Wix, Weebly); and
blog sites (Blogger, Wordpress, Livejournal, Issuu).
LEARNING COMPETENCIES
1. Evaluate the quality, value, and appropriateness of peer’s existing or
previously developed ICT content in relation to the theme or intended
audience/viewer of an ICT project.
2. Share and showcase existing or previously developed material in the
form of a collaboratively designed newsletter or blog site intended for a
specific audience or viewer.
OBJECTIVES
At the end of the class period, the teacher should be able to:
1. facilitate learning to allow students to curate previously created content
and create a collaboratively designed newsletter or blog site for a
specific audience;
2. assist students so they may practice doing an evaluation on the basis
of quality, value, and appropriateness of a peer’s work and decide on
how to improve on it;
3. make the students practice collective decision-making such as coming
up with criteria to choose which works previously created within the
semester they can include in the final output (newsletter or blog site);
and
4. make students collaboratively manage the production of the chosen
output.
19
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ACTIVITY No. 7
1. Instruct the students to create a Google Site. Direct them to the link
provided in their Student Reader. (https://support.google.com/sites/
answer/4417369?hl=en&ref_topic=23216&rd=1) To assist the
students on the content of their website, ask them to answer the
prompters found in the Student Reader.
To help you start the thematic content of a website, fill in the
following blanks to serve as key points to build the reader’s interest
towards your work:



The issue that matters to me is ______________ [CAUSE or
ADVOCACY]
I could use my ____________________ [TALENT]
To make a difference by ___________________ [ACTION]
Guide Questions
1. Are you satisfied with the way people in your community make
use of their backyards to plant vegetables?
2. Do you think there is a scarcity of nutritious snacks available in
the local groceries and food stalls in your community?
3. Do you think auto mechanics in the community are
unemployed? Or do you think it is difficult to source skilled labor
such as plumbing, woodworks, and caregiving in your
community?
4. If there is something you would like to improve in your
community, what appropriate action can you think of?
2. Share and showcase existing developed content in the form of a
designed newsletter, a blog site, or a website with a given cause that
is intended for a specific audience.
The teacher can show a sample of an existing previously developed
online interface related to an advocacy in the TVL track, and ask the
class to make a blog site or a newsletter (online, if available). As an
alternative, the students can choose their own online interface to
showcase.
Since this project is a collaborative effort, evaluate each student’s
ability to work in a collaborative environment. The system of
evaluation will be through peer evaluation. Each member of the
group will evaluate his or her groupmates/peers using the rubric
below. Add all the evaluation scores that a student will receive and
20
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get the average score. The average score will serve as the student’s
grade for his or her collaborative effort.
Collaboration Rubric2
2
Individual
Performance
Below Average
1-2
Average
3
Above Average
4-5
Takes
responsibility
for Oneself
5 points
 Is not
prepared,
informed, and
ready to work
with the team
 Does not use
technology
tools as agreed
upon by the
team to
communicate
and manage
project tasks
 Does not do
project tasks
 Does not
complete tasks
on time
 Does not use
feedback from
others to
improve work
 Is usually,
prepared,
informed, and
ready to work
with the team
 Uses
technology
tools as
agreed upon
by the team to
communicate
and manage
project tasks,
but not
consistently
 Does some
project tasks,
but needs to
be reminded
 Completes
most tasks on
time
 Sometimes
uses feedback
from others to
improve work
 Is prepared
and ready to
work; is well
informed on
the project
topic and cites
evidence to
probe and
reflect on ideas
with the team
 Consistently
uses
technology
tools as agreed
upon by the
team to
communicate
and manage
project tasks
 Does tasks
without being
reminded
 Completes
time on time
 Uses feedback
from others to
improve work
Helps the
team
10 points
 Does not help
the team to
solve
problems; may
cause
problems
 Does not ask
 Cooperates
with the team
but may not
actively help
solve problems
 Sometimes
expresses
 Helps the team
solve problems
and manage
conflicts
 Makes
discussions
effective by
Total
Source: Adapted from http://bie.org/object/document/6_12_collaboration_rubric_ccss_aligned
21
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Individual
Performance
Below Average
1-2
Average
3
Above Average
4-5
Total
probing
ideas clearly,
questions,
asks probing
express ideas,
questions, and
or elaborate in
elaborates in
response to
response to the
questions in
questions in
discussions
discussions
 Does not give
 Gives feedback
useful
to others, but it
feedback to
may not always
others
be useful
 Does not offer  Sometimes
to help others if
offers to help
they need it
others if they

need it
clearly
expressing
ideas, asking
probing
questions,
making sure
everyone is
heard, and
responding
thoughtfully to
new
information
and
perspectives
Gives useful
feedback
(specific,
feasible,
supportive) to
others so they
can improve
their work
 Offers to help
others do their
work if needed
Respect
others
5 points
 Is impolite or
unkind to
teammates
(may interrupt,
ignore ideas,
hurt feelings)
 Does not acknowledge or
respect other
perspectives
 Is usually
polite and kind
to teammates
 Usually
acknowledges
and respects
other
perspectives
and disagrees
diplomatically
 Is kind to
teammates
 Acknowledges
and respects
other
perspectives;
disagrees
diplomatically
Makes and
follows
agreements
5 points
 Does not
discuss how
the team will
work together
 Does not follow
rules for
collegial
discussions,
decision-
 Discusses how  Makes detailed
the team will
agreements
work together,
about how the
but not in
team will work
detail; may just
together,
“go through
including the
the motions”
use of
when creating
technology
an agreement
tools
22
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Individual
Performance
Organizes
Work
5 points
Below Average
1-2
Average
3
Above Average
4-5
making, and
conflict
resolution
 Does not
discuss how
well
agreements
are being
followed
 Allows
breakdowns in
team work to
happen; needs
teacher to
intervene
 Usually follows  Follow rules for
rules for
collegial
collegial
discussions,
discussions,
decisiondecisionmaking, and
making, and
conflict
conflict
resolution
resolution
 Honestly and
 Discusses how
accurately
well
discusses how
agreements
well
are being
agreements
followed, but
are being
not in depth;
followed
may ignore
 Takes
subtle issues
appropriate
 Notices when
action when
norms are not
norms are not
being followed,
being followed;
but asks the
attempts to
teacher for
resolve issues
help to resolve
without asking
issues
the teacher for
help
 Does project
work without
creating a task
list
 Does not set a
schedule and
track progress
toward goals
and deadlines
 Does not
assign roles or
share
leadership; one
person may do
too much, or all
members may
do random
tasks
 Wastes time
and does not
 Creates a task
list that divides
project work
among the
team, but it
may not be in
detail or
followed
closely
 Sets a
schedule for
doing tasks but
does not follow
it closely
 Assigns roles
but does not
follow them or
selects only
one “leader”
who makes
Total
 Creates a
detailed task
list that divides
project work
reasonably
among them
 Sets a
schedule and
tracks progress
toward goals
and deadlines
 Assigns roles
based on team
members’
strengths as
needed
 Uses time and
runs meetings
efficiently;
keeps
23
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Individual
Performance
Below Average
1-2
run meetings
well; materials,
drafts, and
notes are not
organized (may
be misplaced
or
inaccessible)
Works as a
whole team
5 points
Average
3
most decisions
 Usually uses
time and runs
meetings well,
but may
occasionally
waste time;
keeps
materials,
drafts, and
notes, but not
always
organized
 Does not
 Makes some
recognize or
attempt to use
use special
special talents
talents of team
of team
members
members
 Does protect
 Does most
tasks
project tasks
separately and
separately and
does not put
puts them
them together;
together at the
it is a collection
end
of individual
work.
Above Average
4-5
Total
materials,
drafts, and
notes
organized
 Recognizes
and uses
special talents
of each team
member
 Develops
ideas and
creates
products with
involvement of
all team
members;
tasks done
separately are
brought to the
team for
critique and
revision
3. Evaluate the quality, value, and appropriateness of a classmate’s
existing developed ICT content or media. Pay attention to how the
work highlights a given theme or advocacy.
Refer to the following rubric to evaluate a classmate’s collaboratively
designed website, blog, or (online) newsletter.
24
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Rubric for a Collaboratively Designed Website, Blog or Online Newsletter3
Category
Content
10 points
Category
Organization
5 points
Category
Attractiveness
10 points
10
9-8
 Covers
 Includes
topic inessential
depth with
knowledg
details
e about
and
the topic
examples  Subject
 Subject
knowledg
knowledge
e appears
is
to be good
excellent
7-6
Includes
essential
information
about the
topic, but
there are 12 factual
errors
5-1
Total
Content is
minimal, or
there are
several
factual
errors
5
4-3
2
1
Content is
well
organized,
using
headings or
bulleted lists
to group
related
material
Content
uses
headings or
bulleted lists
to organize,
but the
overall
organization
of topics
appears
flawed
Content is
logically
organized
for the most
part
There was
no clear or
logical
organization
al structure
10
9-8
7-6
5-1
Makes
excellent
use of font,
color,
graphics,
and effects
to enhance
the
presentation
Makes good
use of font,
color,
graphics,
and effects
to enhance
the
presentation
Makes use
of font,
color,
graphics,
and effects,
but
occasionally
these
detract the
presentation
content
Makes use
of font,
color,
graphics,
and effects,
but these
often
distract from
the
presentation
content
Total
Total
3
Source: Adapted from Read, Write, Think. Retrieved from https://docs.google.com/viewer?a=v&pid=sites&
srcid=Ym9pc2VzdGF0ZS5lZHV8d2lraS1wcm9qZWN0fGd4OjU3MjE1MzA3NzA4ODY0MDQ
25
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Category
Accuracy
10 points
10
9-8
7-6
5-1
No
misspellings
or
grammatical
errors, no
HTML
errors in
wiki like
broken
links, and
missing
images
Three or
fewer
misspellings
and/or
mechanical
errors, no
more than
two HTML
errors in the
student’s
contribution
to the wiki
Four
misspellings
and/or
grammatical
errors, no
more than
four HTML
errors in the
student’s
contribution
to the wiki
More than
four errors
in spelling
or grammar,
five or more
HTML error
in the
student’s
contribution
to the wiki.
Total
Total
4. Below is a screenshot of GOLD Foundation’s website4. Take note
that while the website provides only minimum information, the
keyword “help” may be considered as an attempt to make the
website content interesting to the target audience. As an exercise,
use the following rubric to evaluate the screenshot in terms of
content and interest.
4 Source: http://j.mp/GoldxL
26
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Rubric for Evaluating Content and Interest of a Website5
CATEGORY
30-25
24-18
17-11
10-1
Content
The site stated
a clear
purpose and
theme that is
carried out
throughout the
site.
The site stated
a clear
purpose and
theme, but
may have one
or two
elements that
do not seem to
be related to it.
The purpose
and theme of
the site is
vague.
The site lacks
a purpose or
theme.
Interest
The author has
made an
exceptional
attempt to
make the
content of this
website,
interesting to
the target
audience.
The author has
tried to make
the content of
this website
interesting to
the target
audience.
The author has
put a lot of
information in
the website but
there is little
evidence that
the person
tried to present
the information
in an
interesting
way.
The author has
provided only
a minimum
amount of
information
and has not
transformed
the information
to make it
more
interesting to
the audience
(e.g. has only
provided a list
of links to the
content of
others).
Assessment



5
collaborative effort - 35%
website/blog/online newsletter - 35%
evaluation of Gold Foundation screen shot - 30%
Source: Adapted from http://www.u.arizona.edu/~ackers/rubric.jpg
27
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Unit 2
websites/pages referred to
*others not included here are already in the student reader

https://support.google.com/sites/answer/4417369?hl=en&ref_topic=23216
&rd=1
28
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Unit 3
Social change can be a deeply personal experience when social
tools and techniques are done within a real, rich, and relevant
context.
29
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Week 11
CONTENT STANDARD
The learners demonstrate an understanding of how rich media
content and interactivity affect and change the user experience in the
delivery and consumption of ICT content.
PERFORMANCE STANDARD
At the end of the week, the learners should be able to independently
assess one’s experience along a range of online rich content on the
basis of the usability of the interface.
Lesson 8
Multimedia and ICT
CONTENT
Multimedia and ICTs cover the following topics:
1. rich content in the online environment and the user experience;
2. multimedia and interactivity; and
3. Web 2.0, Web 3.0, and user participation in the web.
Types of rich and multimedia content currently include, but are not limited to:
1. video and audio, embedded and on demand;
2. online games, tests, and courseware; and
3. web-, game-, pod-, and vod-casting.
LEARNING COMPETENCIES
Explore the principles of interactivity and rich content in the context of Web
2.0 and the participation of the user in the online experience
OBJECTIVES
At the end of the class period, the teacher should be able to encourage the
students to discuss how the new media, through its rich content and
collaboration features, has changed their experiences both as creators and
user.
30
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ACTIVITY No. 8
Ask the students to select at least ten online content rich interfaces (e.g.,
learning management system, blog, and Facebook page) pertaining to
their specific TVL track. Ask them to rate each interface according to the
simplicity and functionality using the table below.
SIMPLICITY
SIMPLE
COMPLEX
EASY
I
II
DIFFICULT
IV
III
FUNCTIONALITY
Among your selection, which are your top three favorites? Explain.
Materials Needed
Sample online interfaces (screenshots or drawings of sample
interfaces)
Guide Questions
1. What can make an online interface difficult to use?
2. What can help an interface user understand or navigate an
online interface?
Assessment
Tell the students to start conceptualizing the interface that they will create
towards the end of the semester. This website or portal is going to be an
interactive ICT project for social change. Ask the students to imagine how
they would like it to appear. What features do they plan to include?
List down the possible combination of features that you will include in
developing the website to increase its interactivity. Report this in class.
Reports will be graded on the basis of the following rubric.
31
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Scoring Rubric for Oral Presentation6
Category
Organization
(15 points)
Content
(45 points)
Presentation
(40 points)
Scoring Criteria
Total
Points
The type of presentation is appropriate for the
topic and audience.
5
Information is presented in a logical sequence.
5
Presentation appropriately cites requisite
number of references.
5
Introduction is attention-getting, lays out the
problem well, and establishes a framework for
the rest of the presentation.
5
Technical terms are well-defined and the
language is appropriate for the target audience.
5
Presentation contains accurate information.
10
Material included is relevant to the overall
message/purpose.
10
Appropriate amount of material is prepared,
and points made reflect well their relative
importance.
10
There is an obvious conclusion summarizing
the presentation.
10
Speaker maintains good eye contact with the
audience and is appropriately animated (e.g.,
gestures, and moving around).
10
Speaker uses a clear and audible voice.
10
Delivery is poised, controlled, and smooth.
10
Good language skills and pronunciation are
used.
10
Score
6 Source: Scoring rubric for oral presentation. Retrieved from `hplengr.engr.wisc.edu/Rubric_Presentation.doc
32
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Week 12
CONTENT STANDARD
Learners demonstrate an understanding that ICT as a tool, medium,
and force brings action and mobilizes change in a population,
society, or culture.
PERFORMANCE STANDARD
At the end of the week, learners should be able to independently
articulate how ICT tools and platforms have changed the way people
communicate, and how social change has been brought about by the
use of ICTs.
Lesson 9
ICTs as platform for change
CONTENT
ICTs as platform for change covers the following topics:
1. ICT as medium for advocacy and developmental communication;
2. the social power of social media; and
3. digital citizenship and the Filipino people.
Samples of this phenomenon include, but are not limited to:
1.
2.
3.
4.
EDSA and Cardinal Sin’s call to action via radio broadcast;
EDSA Dos and the use of text messaging to mobilize people;
Million People March against Pork barrel via Facebook; and
disaster relief operations and mobilization via Internet and text
brigades.
LEARNING COMPETENCIES
Share anecdotes of how the learner has used ICTs to be part of a social
movement, change, or cause to illustrate aspects of digital citizenship.
OBJECTIVES
At the end of the class period, the teacher should be able to:
1. make students exemplify how ICTs have changed the way people
33
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communicate;
2. make students illustrate how ICTs can serve as tools to create social
change; and
3. make students share personal experiences in using ICT to be part of a
social movement, change, or cause.
ACTIVITY No. 9
Ask the students to recall stories of how they have used ICTs to be part
of a social movement, change, or cause to illustrate aspects of digital
citizenship. Examples of such are participation in a trade fair,
participation in school agro-plant fair, organizing technology and science
fairs, participation in community works such as community clean-ups,
and voluntary work such as cooking or housebuilding during natural
calamities. Instruct the students to write a journal or a blog entry. They
may also opt to create an online photo narrative or a photo album if there
is no access to the internet to share their stories/experiences.
If the student has no social change or cause involvement, any social
event (birthday, a reunion, a celebration) where the student used ICTs to
contribute creatively such as cooking for the christmas holidays, taking
photos of the food the student prepared and posting it on fb, a meme, or
a video clip, may be used for this class sharing.
Postings provide comprehensive insight, understanding, and reflective
thought about the topic by building a focused argument around a specific
issue, asking a new related question, or making an oppositional
statement supported by personal experience or related research.
Guide Questions
1. What advocacy in your professional track have you supported?
In what way did you support it? Did you use any digital tool to do
so?
2. How was the ICT experience? Was it positive or negative?
3. How did ICT change the way people communicated? Compare
and contrast how things would have been done had there been
no ICTs used and had ICTs been used.
Assessment
You may want to use the following rubric for the journal or blog.
34
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Rubric for an Online Journal or Blog7
Criteria
Unsatisfactory
0%
Content and
Creativity
Weight for
this criterion:
40% of total
score
Limited
Proficient
Exemplary
80%
90%
100%
Rating
Postings
show no
evidence of
insight,
understanding, or
reflective
thought
about the
topic.
Postings
provide
minimal
insight,
understanding, and
reflective
thought
about the
topic.
Postings
provide
moderate
insight,
understanding,
and
reflective
thought
about the
topic.
Postings
provide
comprehensiv
e insight,
understanding, and
reflective
thought about
the topic by
building a
focused
argument
around a
specific issue,
asking a new
related
question, or
making an
oppositional
statement
supported by
personal
experience or
related
research.
Postings
present no
specific
viewpoint.
There are
no
supporting
examples
or links to
websites or
documents,
Postings
present a
specific
viewpoint but
lack
supporting
examples or
links to websites or
documents,
but not all
Postings
present a
specific
viewpoint
that is
substantiat
ed by
supporting
examples
and links to
websites or
Postings
present a
focused and
cohesive
viewpoint that
is
substantiated
by effective
supporting
examples or
links to
7 Source: A+ Rubric https://www2.uwstout.edu/content/profdev/rubrics/blogrubric.html
35
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Criteria
Unsatisfactory
Limited
Proficient
Exemplary
80%
90%
100%
or the links
selected
are of poor
quality and
do not add
value to the
information
presented.
links
enhance the
information
presented.
documents,
but not all
links
enhance
the
information
presented.
relevant,
updated
websites or
documents
that enhance
the
information
presented.
Postings do
not
stimulate
dialogue
and
commentary. They do
not connect
with the
audience.
Postings are
brief and
unimaginativ
e, and reflect
minimal effort
to connect
with the
audience.
Postings
are
generally
well written
with some
attempts
made to
stimulate
dialogue
and
commentary.
Postings are
creatively and
fluently
written to
stimulate
dialogue and
commentary.
Postings do
not reflect
an
awareness
of the
audience,
and it is
difficult to
identify the
author’s
voice.
Postings
does not fully
consider the
audience,
and the
author’s
voice is
difficult to
identify.
Posting are
generally
appropriate
for the
intended
audience,
and an
attempt is
made to
use a
consistent
voice.
Postings are
appealing
and
appropriate
for the
intended
audience,
and a
consistent
voice is
evident
throughout.
Postings do
not reflect
the author’s
personality,
and word
choice does
not bring
the topic to
life.
Postings
reflect almost
no
personality,
and little
attempt is
made to use
effective
word choices
to bring the
Postings
reflect a bit
of the
author’s
personality
through
word
choices
that
attempt to
Postings
reflect the
author’s
unique
personality
through
expressive
and carefully
selected word
choices that
0%
Voice
Weight for
this criterion:
20% of total
score
Rating
36
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Criteria
Unsatisfactory
0%
Text Layout,
Use of
Graphics
and
Multimedia
Weight for
this criterion:
20% of total
score
Timeliness
and Tags
Weight for
this criterion:
Limited
Proficient
Exemplary
80%
90%
100%
Rating
topic to life.
bring the
topic to life.
bring the
topic to life.
Does not
insert any
graphics, or
uses only
low-quality
graphics
and
multimedia,
which do
not
enhance
the content.
Selects and
inserts many
low-quality
graphics and
multimedia,
which do not
enhance the
content.
Selects and
inserts
graphics
and
multimedia
that are
mostly high
quality,
enhance,
and clarify
the content.
Selects and
inserts high
quality
graphics and
multimedia
when
appropriate to
enhance the
content’s
visual appeal
and increase
readability.
Does not
acknowledg
e any
image or
multimedia
sources,
either with a
caption or
an
annotation.
Acknowledge
s only a few
multimedia
and image
sources, and
uses
incomplete
captions or
annotations.
Acknowled
ges most
image and
multimedia
sources
with
captions or
annotations
.
Acknowledge
s all image
and
multimedia
sources with
captions or
annotations.
Does not
update blog
within the
required
time frame.
Updates blog
when
reminded;
posts are
often missing
a date
stamp.
Updates
blog when
required;
most posts
are datestamped
with the
most
current
posting
listed at the
top.
Updates blog
more often
than required;
all posts are
datestamped, and
the most
recent posts
are placed at
the top of the
page.
Does not
categorize
and tag the
topic appropriately.
The post is
not
categorized
and tagged
appro-
Post is
categorized
and
tagged.
Post is
categorized
and topics
are tagged
appropriately.
10% of total
score
37
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Criteria
Unsatisfactory
0%
Limited
Proficient
Exemplary
80%
90%
100%
Rating
priately.
Citations
No images,
media, or
text created
by others
display
appropriate
copyright
permissions
, and do not
include
accurate,
properly
formatted
citations.
Some of the
images,
media, or
text created
by others do
not display
appropriate
copyright
permissions,
and do not
include
accurate,
properly
formatted
citations.
Most
images,
media, or
text created
by others
display
appropriate
copyright
permission
s, and
accurate,
properly
formatted
citations.
All images,
media, and
text created
by others
display
appropriate
copyright
permissions,
and accurate
citations.
Quality of
Written
Writing and
responses
Proofreading contain
numerous
Weight for
grammatica
this criterion: l, spelling,
or
5% of total
punctuation
score
errors. The
style of
writing does
not facilitate
effective
communicat
ion.
Written
responses
include some
grammatical,
spelling, or
punctuation
errors that
distract the
reader.
Written
responses
are largely
free of
grammatica
l, spelling,
or
punctuation
errors. The
style of
writing
generally
facilitates
communica
tion.
Written
responses
are free of
grammatical,
spelling, or
punctuation
errors. The
style of
writing
facilitates
communicatio
n.
Weight for
this criterion:
5% of total
score
TOTAL
General Reference
A Rubric for Evaluating Student Blogs. Retrieved from https://www2.
uwstout.edu/content/profdev/rubrics/blogrubric.html
38
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Week 13-16
CONTENT STANDARD
Learners demonstrate an understanding on how to work with peers
and external publics/ partners for the development of an ICT project
that advocates specific social change or cause.
PERFORMANCE STANDARD
At the end of the four-week period, learners should be able to
participate actively in the development of an ICT Project for Social
Change relating to an issue in the TVL track.
Topics may cover, but are not limited to, street food safety and
cleanliness drive.
Lesson 10
Developing an ICT Project for Social Change
CONTENT
Developing an ICT Project for Social Change covers the following topics:
1. planning and conceptualizing an ICT Project for Social Change;
2. research for ICT Projects, audience profiling (demographics and
psychographics);
3. designing and copywriting for ICT Projects; and
4. developing and constructing the ICT project.
Samples of these advocacies or projects include, but are not limited to:
1.
2.
3.
4.
5.
antidrug campaigns;
youth election volunteer mobilization;
animal welfare and rights;
environmental conservation and action; and
contemporary ICT issues such as cyber bullying,
infringement, green technology, and internet addiction.
copyright
LEARNING COMPETENCIES
1. Identify a local or regional cause or issue for social change related to
specific professional tracks that can be addressed or tackled using an
ICT Project for Social Change.
39
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2. Analyze how target or intended users and audiences are expected to
respond to the proposed ICT Project for Social Change on the basis of
content, value, and user experience.
3. Integrate rich multimedia content in design and development to best
enhance the user experience and deliver content of an ICT Project for
Social Change.
4. Develop a working prototype of an ICT Project for Social Change.
OBJECTIVES
At the end of the class period, the teacher should be able to:
1. assist students to curate local community resources, namely:
a. identify and gather art ideas and materials available in the
community;
b. organize materials reflective of the group’s content, theme, and
purpose;
2. guide students to make decisions on the appearance and content of a
website such as to:
a. develop an appropriate design based on the previous
knowledge acquired in the course;
b. plan the details involved in the various phases of building a
website; and
3. assist students to identify possible items in the website which may be
considered as invasion of privacy, items that could endanger minors,
or items that could affect community norms and mores.
ACTIVITY No. 10
Divide your students into groups and direct them to collaborate and
develop an ICT Project for Social Change. Guide them through four
steps, which should make this task doable. They are as follows:
Step 1: Planning and conceptualizing an ICT Project for Social Change
Guide Questions
1. What are some sample advocacies in the field of TVL?
2. What is it that you want to change in your community?
3. Is there something that many people ignore because either they
have become accustomed to taking things for granted, or
because they think that things cannot be changed?
40
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4. What is it that you feel strongly about the TVL track that you think
can contribute something to create a change?
Ask your students to identify a local or regional cause or issue for social
change related to the TVL track that can be addressed or tackled using
an ICT Project for Social Change.
An example would be the lack of a centralized market for the local
products and services produced within the community. A sample
solution is to create a bridge between producers and consumers
through ICT.
Such an ICT platform can provide the interface where local producers
and service providers can advertise their products and services.
Consequently, the community will have a centralized market where they
can present the varied choices of products and services available to the
community.
Aside from the economic aspect, such a website can contribute to
creating a common ground or forum, and encourage a mindset where
local residents strengthen and expand their market to nearby towns,
well-established companies and restaurants, and even to foreign
markets instead of competing with each other.
Now, ask the groups to discuss, research, and identify a local or regional
cause or problem. Remind the group that they should also think about
the value that their solution can contribute to the community.
Step 2: Research for ICT Projects, Audience Profiling, (Demographics
and Psychographics)
Guide Questions
1. What are the local products or services prevalent in your
community? Who usually avail of such services and products in
your community and in the nearby towns? Can you make a list
of products and services available in your community?
2. How can the advocacy website help in the trade and transfer of
goods in the community?
3. Who are the target audience, users, and collaborators of this
advocacy website?
4. How will the users of this website respond to a call to action?
41
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Ask your students to do a survey of the visitors and users of the website
using an online survey tool. Formulate questions so they can find out
what courses of action the users/members of the site are willing to do.
Step 3: Designing and Copywriting for ICT Projects
Guide Questions
In terms of content
1. What guidelines will you put out to guide the users on what and
how they can contribute to the website?
2. What mission statement will you use? What about a tagline? Will
you use one?
3. What sections will you include?
4. Will you upload forms such as registration forms, lists of products
and services, consumer profile, product and services
descriptions, planting calendars, or harvest calendars? What
other forms can you think of?
In terms of design
1. How will you design the website? Which platform will you use?
What colors will you use? What font?
2. Will you include background music? In what format will you
upload them?
3. Will you include videos? What kind of videos? What editing
software will you use?
4. Will you include photos? In what format will you upload them? Do
you need to edit the photos?
5. What kind of content would encourage or motivate you to
participate in a call to action?
In terms of value
1. What do you think will motivate the intended audience to
participate in this website?
2. What are the possible effects of the website on the product and
service providers in the community?
3. What are the possible effects of the website on the consumers in
the community?
4. If so, how do you incorporate these points in the design and
content of your website?
42
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Step 4: Develop and construct your group’s ICT advocacy project,
which is based on the context of your local community.
Instruct the students to create a group website (separate from the one
in the previous lesson) as a platform to document their project online.
Here’s a link to a Google Site Template that could be useful for this
purpose: https://sites.google.com/site/projectwikitemplate_en/
The students will develop a working prototype of an ICT Project for
Social Change. The prototype could take the form of a printed
infographic or even hand-drawn on a poster-sized material.
ASSESSMENT
Essay: How can ICT be a tool in connecting all stakeholders in your
community? What are the implications of your community having a ‘virtual’
counterpart online?
Using a concept map, show the intricacies of the following elements: service
and product providers, consumers, ICT, income, tapping into local community
resources, etc.
Further explain your answers through an essay in not more than five
sentences.
43
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Unit 3 websites/pages referred to
*others not included here are already in the student reader

https://sites.google.com/site/projectwikitemplate_en/
44
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Unit 4
Transformation produces a deeper impact when continuous
evaluation is designed within a growth mindset for the bigger
community.
45
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Weeks 17-18
CONTENT STANDARD
Learners demonstrate an understanding on how to manage an
online ICT Project for Social Change.
PERFORMANCE STANDARD
At the end of the two-week period, learners independently and
collaboratively co-manage an online ICT Project for Social Change
through available tools, resources, and platforms.
Lesson 11
How to Manage an Online ICT Project for Social Change
CONTENT
1. Uploading and website management
2. Promotion, traction and traffic monitoring
3. Evaluation through user feedback/interaction
LEARNING COMPETENCIES
1. Demonstrate how online ICT Projects for Social Change are uploaded,
managed, and promoted for maximum audience impact.
2. Generate a technical report interpreting data analytics, e.g. Google,
Facebook, or similar traffic data on the general aspects of search
visibility, reach, and virality.
OBJECTIVES
At the end of the class period, the teacher should be able to:
1. assist the students in illustrating how to upload, manage, and promote
a website based on the functionalities and features as specified by the
website design;
2. facilitate the students’ learning so they are able to evaluate the data
analytics and other pertinent information related to the acceptability,
efficiency of work, and other success measures of a website; and
3. encourage students to properly formulate recommendations to improve
the website.
46
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ACTIVITY No. 11
I.
Explain to the students that in the coming two weeks, they are to
continue with publishing their ICT Project. With your guidance the
students will demonstrate how ICT Projects for Social Change are
uploaded, managed, and promoted for maximum audience impact.
The following are the guide questions for the three tasks.
A. Uploading and website management
Guide Questions
1. Who are the moderators of the website or social networking
sites?
2. How can you arrive to a particular guideline that pertains to
moderating uploads? Per group, create guidelines regarding:
a. uploading photographs (technical specs);
b. making comments; and
c. blocking members.
3. Who will handle the security of the webpage? Is it a close
group? Will there be security problems? Will you have a
back-up system?
4. What about a verification system wherein each member
should provide an official contact number that will be posted
on the site? What else can you add?
5. What features will you include?
B. Promotion, traction, and traffic monitoring
Guide Questions
1. How can you sustain or increase the number of people who
visit the site?
2. How can the site encourage content authors to sustain their
participation?
3. Can you devise a system in managing the site?
4. How many people visited the site? Among these visitors,
how many availed the products and services offered?
5. How can you use hashtags to monitor the reach of your
posts/website? Who decides the official hashtags used?
6. How will you monitor the topics discussed on your website?
What are their concerns and apprehensions? What do they
appreciate? How can this information help you in managing
and improving your website?
47
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7. Who answers the questions from the viewers? Should you
make a standardized response to frequently asked
questions?
C. Evaluation through user feedback/interaction
Guide Questions
1. From user feedback, has your advocacy been translated into
actions?
2. Who will manage/interact with the users of the site? Will
there be moderators? What will be their schedule for taking
turns?
3. Will uploads (e.g. photo, and video clips) undergo approval?
Will there be an approving body? Will the uploads be edited?
Can members directly upload or post information about their
products? Should the veracity of the information be
checked? If so, who should check it?
4. Who monitors whether members follow appropriate online
behavior?
5. How will the site handle opposing views? How will the site
handle unethical behavior such as flaming, bashing, and
trolling?
6. How will the site handle unethical content?
7. Do the members follow proper rules in the conduct of their
online behavior?
II. Instruct the students to generate a technical report interpreting data
analytics like Google, Facebook, or similar traffic data on the general
aspects of search visibility, reach, and virality.
Guide Questions
1. Are there regular viewers and contributors of the website? How
many are they?
2. How do you monitor the traffic of the website (e.g. followers,
likes, comments, posts, shares, views, and hashtag count)?
3. How do you qualify the nature of information or exchanges in the
website? What topics do they cover?
4. What can be measures of impact?
48
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ASSESSMENT
The students are to write a reflection paper on the following questions:


Are your ICT knowledge and skills enough to manage the website?
What difficulties did you encounter in your advocacy?
Week 19
CONTENT STANDARD
Learners demonstrate an understanding on how to maintain and
sustain the operation of an ICT Project for Social Change.
PERFORMANCE STANDARD
At the end of the week, learners can independently evaluate the
performance of an advocacy via an ICT Project for Social Change
through available monitoring tools and evaluating techniques such as
user interviews, feedback forms, and analytics data.
Lesson 12
How to Maintain and Sustain the Operation of an ICT
Project for Social Change
CONTENT
1. Updating content and maintaining traffic to an ICT Project for Social
Change
2. Monitoring social impact of advocacies communicated via an ICT
Project for Social Change
LEARNING COMPETENCIES
Generate a report on the performance of their ICT Project for Social Change
on the basis of data gathered from available monitoring tools and evaluating
techniques.
49
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OBJECTIVE
At the end of the class period, the teacher should be able to:
1. facilitate for the students to generate ideas and steps to maintain and
sustain the operation of the ICT Project for Social Change;
2. assist the students in evaluating the progress and direction of their ICT
Project for Social Change.
ACTIVITY No. 12
1. Ask the students to rate the website they created.
2. Instruct them to come up with a tool on how to measure the impact
of their ICT Project for Social Change.
3. Using a survey tool, ask the members of the website certain
questions that will allow you to assess the impact of this ICT Project
for Social Change. Below are some sample questions:

Did you post any product or service on the website?

Did posting on the website help you increase your
sales/revenues?

As a content expert, do you feel encouraged to continue
contributing to the website?
Encourage the students to add other questions to generate
recommendations to maintain and sustain the operation of their ICT
Project for Social Change.
ASSESSMENT
Instruct the students to report on the progress, initial impact, and possible
direction of their ICT Project for Social Change. Use the scoring rubric for oral
presentation under activity no. 8 of this teacher's guide.
50
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Week 20
CONTENT STANDARD
Learners demonstrate an understanding on how to reflect on the
nature of ICT and the manner by which the learning process has
changed one’s worldview.
PERFORMANCE STANDARD
At the end of the week, the learners can independently reflect on the
ICT learning process and how his/her worldview has evolved over the
past semester.
Outputs during this week may be in the form of, but are not limited to:
1.
2.
3.
4.
5.
video blog;
presentation or image gallery;
website;
illustrated document; and
podcast or webcast.
Lesson 13
Reflecting on the Nature of ICT and the Manner by which
the Learning Process has Changed One’s Worldview
CONTENT
ICT, the self, and society
LEARNING COMPETENCIES
Create a reflective piece or output using an ICT tool, platform, or application
of choice on the learning experience undergone during the semester.
OBJECTIVES
At the end of the class period, the teacher should be able to:
1. assist their students in reflecting on the nature of ICTs; and
2. elicit the student’s personal insights on the basic principles underlying
how ICTs are empowerment tools to pursue knowledge, creative,
liberating pursuits.
51
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ACTIVITY No. 13
Instruct the students to make a reflection paper using an ICT platform or
application of their choice to explain their journey of the learning
process in making use of ICTs as an empowerment tool.
Guide Questions
1. How did this subject change the way you view ICT?
2. Are they tools to be used to achieve higher goals?
3. After going through the lessons and visiting online sites, reflect
on how they are currently being used. Do you agree or disagree
with it?
4. Based on your reflection, do you have recommendations
regarding ICT uses in the country?
Assessment
Following is an example of a Rubric8 that may be used for the
reflection paper.
Criteria
Depth of
Reflection
(25% of
total
points)
8
Superior
(54-60 points)
Sufficient
(48-53 points)
Minimal
(1-47 points)
Unacceptable
(0 points)
Response
demonstrates
an in-depth
reflection on,
and
personalization
of, the theories,
concepts,
and/or
strategies
presented in
the course
materials to
date.
Viewpoints and
interpretations
are insightful
and well
Response
demonstrates a
general
reflection on,
and
personalization
of, the theories,
concepts,
and/or
strategies
presented in
the course
materials to
date.
Viewpoints and
interpretations
are supported.
Appropriate
Response
demonstrates a
minimal
reflection on,
and
personalization
of, the theories,
concepts,
and/or
strategies
presented in
the course
materials to
date.
Viewpoints and
interpretations
are
unsupported or
Response
demonstrates a
lack of
reflection on, or
personalization
of, the theories,
concepts,
and/or
strategies
presented in
the course
materials to
date.
Viewpoints and
interpretations
are missing,
inappropriate,
and/or
Source: web.uri.edu/assessment/files/reflection_rubric.doc
52
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Criteria
Required
Compone
nts
(25% of
total
points)
Structure
(25% of
total
points)
Superior
(54-60 points)
Sufficient
(48-53 points)
Minimal
(1-47 points)
Unacceptable
(0 points)
supported.
Clear, detailed
examples are
provided, as
applicable.
examples are
provided, as
applicable.
supported with
flawed
arguments.
Examples,
when
applicable, are
not provided or
are irrelevant to
the
assignment.
unsupported.
Examples,
when
applicable, are
not provided.
Response
includes all
components
and meets or
exceeds all
requirements
indicated in the
instructions.
Each question
or part of the
assignment is
addressed
thoroughly. All
attachments
and/or
additional
documents are
included, as
required.
Response
includes all
components
and meets all
requirements
indicated in the
instructions.
Each question
or part of the
assignment is
addressed. All
attachments
and/or
additional
documents are
included, as
required.
Response is
missing some
components
and/or does not
fully meet the
requirements
indicated in the
instructions.
Some
questions or
parts of the
assignment are
not addressed.
Some
attachments
and additional
documents, if
required, are
missing or
unsuitable for
the purpose of
the
assignment.
Response
excludes
essential
components
and/or does not
address the
requirements
indicated in the
instructions.
Many parts of
the assignment
are addressed
minimally,
inadequately,
and/or not at
all.
Writing is clear,
concise, and
well organized
with excellent
sentence/parag
raph
construction.
Thoughts are
expressed in a
coherent and
logical manner.
Writing is
mostly clear,
concise, and
well organized
with good
sentence/parag
raph
construction.
Thoughts are
expressed in a
coherent and
Writing is
unclear and/or
disorganized.
Thoughts are
not expressed
in a logical
manner. There
are more than
five spelling,
grammar, or
syntax errors
Writing is
unclear and
disorganized.
Thoughts
ramble and
make little
sense. There
are numerous
spelling,
grammar, or
syntax errors
53
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Criteria
Evidence
and
Practice
(25% of
total
points)
Superior
(54-60 points)
Sufficient
(48-53 points)
Minimal
(1-47 points)
Unacceptable
(0 points)
There are no
more than
three spelling,
grammar, or
syntax errors
per page of
writing.
logical manner.
There are no
more than five
spelling,
grammar, or
syntax errors
per page of
writing.
per page of
writing.
throughout the
response.
Response
shows strong
evidence of
synthesis of
ideas
presented and
insights gained
throughout the
entire course.
The
implications of
these insights
for the
respondent's
overall teaching
practice are
thoroughly
detailed, as
applicable.
Response
shows
evidence of
synthesis of
ideas
presented and
insights gained
throughout the
entire course.
The
implications of
these insights
for the
respondent's
overall teaching
practice are
presented, as
applicable.
Response
shows little
evidence of
synthesis of
ideas
presented and
insights gained
throughout the
entire course.
Few
implications of
these insights
for the
respondent's
overall teaching
practice are
presented, as
applicable.
Response
shows no
evidence of
synthesis of
ideas
presented and
insights gained
throughout the
entire course.
No implications
for the
respondent's
overall teaching
practice are
presented, as
applicable.
54
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additional online teacher resources
…and screenshots
https://globalearlyed.wordpress.com/globaltools/teacher-tools/
https://www.commonsensemedia.org/
http://www.iste.org/standards/istestandards/standards-for-students
https://www.google.com/safetycenter/everyone/sta
rt/
http://www.edutopia.org/blog/classroomcollaboration-tools-eric-brunsell
https://support.google.com/youtube/answer/17408
4?hl=en
55
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https://scholar.google.com/
https://docs.gimp.org/en/index.html.
https://www.pinterest.com/pin/5140437449402658
92/
http://en.community.epals.com/epals/support/p/we
b-tools.aspx
http://lifehacker.com/the-best-collaboration-toolsfor-small-groups-and-teams-1477548590
https://wiki.documentfoundation.org/Feature_Com
parison:_LibreOffice_-_Microsoft_Office
https://en.wikiversity.org/wiki/Web_design
https://www.ted.com/speakers/howard_rheingold
56
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